Thursday, 19 April 2012
Relating to an artist: Tracey Emin
The first Tracy Emin piece I seen was 'my bed'. I did not know what to think at first but when paying attention to detail I understood what was being portrayed through the image. My first feelings were negative, shocked and at times offended. Tracey Emin is not afraid to express herself and takes the route of being very direct. Her art is her mind and can be very personal. I took a dislike to her because she comes across as having low self-respect and it is so different and can be described as outrageous. This has caused a lot of controversy. Some of her work seems to show pain and when she was experiencing being at an all-time low. My view has turned as I do not dislike her but have taken an acceptance toward her and the work she produces. The reason I have chosen her is because she is not afraid to express herself and everything is personal which relates to my topic. Her work shows past time and feeling towards people and that is what I am going to show in my final piece.
Final design idea
For my final design I have decided to create a sculpture of a miniature table and chairs using thin card board. The idea is to cover the objects using photos and images from Wordle, Text Image and Tagxedo. I am also going to create sentences to go onto the legs of the table to describe how I feel about family. The reason I chose this idea was because my family are brought together when we have a meal for a special occasion such as Christmas or Birthdays, and so it represents the six of us and presents the images well
Third final design idea
My third idea was to use an old face and use images to represent time. The baby photos would be used to show the first hour etc, and throughout you would see me and my family growing older ending on the number 12 that would display present time. For the back ground I was going to use ‘Wordle’ to display words with meanings to show my ICT element.
Second final design idea
My second idea is to create a timeline using photos from birth to present. For the final design I would use roughly ten photographs and join those together using words from ‘wordle’ such as, love, trust etc. This idea is not one that I have created as timelines have been around for a long time but it is popular and I have put my own touch on by using words to join the images together. It is a simple idea but very effective, and I feel that it can show the progression well from birth to now.
First final design idea
For my first idea I was looking to create a photo montage to display good memories while at home and on holiday. To combine the images I would create pictures and messages using ‘Tagxedo’ and ‘Wordle’. If I were to use this for my final piece I would have used an A1 board to present it on as it would be large and eye catching. I feel that making a photo montage is very straight forward and could be described as easy, so to add my own twist I would include detailing such as flowers, little drawings, sequins etc.
Introduction to my ICT project
the topic idea that i have chosen is called 'memories' which is going to be based on close family. I hold a lot of happy child hood memories and i am keen to show this through photographs. Throughout the book i am going to dsiplay my other final design ideas along with the artist i am going to relate to.
Friday, 23 March 2012
What is education? Guest speaker 9
On our previous lecture we had Jane Davidson who was the Education Minister for 7 years. It started off by Jane giving us an outline on her background and how she began her career. She began by teaching and from that she went onto explain that the National Curriculum was introduced because originally different parts of the country were learning about certain subjects more than others, and so the curriculum came into place so that everyone is on the same level, taught the same and to have similar experiences. 1997 was then brought up as labour came in and the famous quote ‘education education education’ by Tony Blaire drew people in as they showed a high passion for education. It was also mentioned that the students were being taught information to make them pass a test or exam and not to widen their education, a lot of disagreements came up and it was vital to address this issue. The year 1999 brought something big as the national assembly for Wales was put in place along with a set of members.
Jane got asked to become minister by Rhodri Morgan for Education and Lifelong Learning. She wanted to make alterations and set goals such as making more contact between Primary and secondary schools to help with preparing students, making use of schools outside opening hours by creating clubs and holding activities, introducing the Welsh Baccalaureate for ages 14-19 to provide the learning of new skills and to have school councils so that student voices can be heard and to have a say in matters. ‘The Learning Country’ which was published in 2006 was explained throughout the lecture giving us outlines on the policies and goals. The policy was to introduce a new curriculum which was the foundation phase, and to also bring in a decrease in class numbers and to set up breakfast clubs to help parents who are working, but the main point for this is that they found children were not having adequate meals and in order to learn you have to have a good breakfast to take you throughout the day. The last main point was that The Learning Country was made to be a 10 year strategy, and the reason being is because by the time the new curriculum would be introduced and then put in place it would have taken a number or years for it to be put into practise and so ten years would cover it.
Jane got asked to become minister by Rhodri Morgan for Education and Lifelong Learning. She wanted to make alterations and set goals such as making more contact between Primary and secondary schools to help with preparing students, making use of schools outside opening hours by creating clubs and holding activities, introducing the Welsh Baccalaureate for ages 14-19 to provide the learning of new skills and to have school councils so that student voices can be heard and to have a say in matters. ‘The Learning Country’ which was published in 2006 was explained throughout the lecture giving us outlines on the policies and goals. The policy was to introduce a new curriculum which was the foundation phase, and to also bring in a decrease in class numbers and to set up breakfast clubs to help parents who are working, but the main point for this is that they found children were not having adequate meals and in order to learn you have to have a good breakfast to take you throughout the day. The last main point was that The Learning Country was made to be a 10 year strategy, and the reason being is because by the time the new curriculum would be introduced and then put in place it would have taken a number or years for it to be put into practise and so ten years would cover it.
Monday, 19 March 2012
In Suzie’s lesson we started off by having a discussion on the articles we read, it was about how violence and humour used in adverts can have an effect on the audience. We then got given a laminate that had 6 pictures of famous logos, but it only showed a little piece of the image as it was testing us on what ones we could recognise. For the next task we had to describe famous companies using words from a list such as Nike, we used ‘informal’ and ‘dynamic’. For our next lesson we got given a group task which is to create a poster based on something that we want to sell, displaying the name and logo, along with a description and other relevant information that we have to finally present to the rest of the class.
Thursday, 15 March 2012
What is education? Guest speaker 8
Widening Access in Wales was the subject for Tuesday’s lecture, which was taken by Alice Davies who has worked in ‘Reaching Wider’ for 8 years. The main aim is to drive and increase opportunities for people in education. They Show the importance of further and higher education by encouraging and helping those, and to get them onto he right paths that will lead to qualifications resulting in job opportunities. More and more people are going to university to further their knowledge and so they want this to continue to increase by providing programs and support. In order for this to work you have to target at the main points which are to offer support, and drive people because without willingness and aspirations they will not see their goals. Everyone can think of future goals that they would like to achieve but a lack of confidence, support and opportunity will prevent this, so ‘widening access’ have to embrace it. A big problem is that early teens will grow into adult hood with little qualifications feeling like they have no future and that it is too late to return into education. To solve this growing problem, educating children through Primary and Secondary school s on opportunities and showing what support is available will drive and strengthen their views on themselves, resulting in them wanting to use the best of their abilities to gain as much as they can. There is a variety of programs that are used to help prepare children when starting secondary and for college. Study Skills classes are available to teach on how to write CV’s, personal statements and some get the opportunity to go out to the local colleges to experience forehand what college can offer. All of this differs for each age group and it provides support and advice in most areas, they even offer a period where you can go for help when completely homework and revision classes. For each year group a tutor is in place to deal with any worries and concerns that you may have, career advises are also there to help and guide you in the direction you would like to pursue.
In order for this to happen funds are needed. HEFCW have different pots that they dip into depending on the circumstances of the areas and positions people are in such as disabilities. Deprived areas do result in poor education and are less likely to go onto further or higher education, this needs to be addressed. Learners coming from a care background have been known not to go onto further education, it is estimated that one third of care learners have no qualifications. I was really shocked to learn this and it just shows how important the role of widening access in wales plays, and it should be supported in funding and awareness to help those who are deprived of help and support. I personally have learnt a lot about what is put in place to promote and reach the aims, and providing further awareness is essential if we are to give everyone a fair and equal opportunity, no matter what their back ground.
In order for this to happen funds are needed. HEFCW have different pots that they dip into depending on the circumstances of the areas and positions people are in such as disabilities. Deprived areas do result in poor education and are less likely to go onto further or higher education, this needs to be addressed. Learners coming from a care background have been known not to go onto further education, it is estimated that one third of care learners have no qualifications. I was really shocked to learn this and it just shows how important the role of widening access in wales plays, and it should be supported in funding and awareness to help those who are deprived of help and support. I personally have learnt a lot about what is put in place to promote and reach the aims, and providing further awareness is essential if we are to give everyone a fair and equal opportunity, no matter what their back ground.
Tuesday, 6 March 2012
What is education? Guest speaker 7
Today Nick Bennet who is principle of Gower College Swansea gave us an overview on further education in Wales. The points that he covered are as follows:
• Who runs Further Education
• Purpose
• Welsh Government plans
• Funding
• Priorities
• Views and reports
• How the sector has altered
• What challenges they face
The first main point he went onto mention was that Kenneth Baker has made a massive impact on education as he introduced the National Curriculum. Further education is run by the coordination boards and governance is how a university is run. Their funding comes directly from the Welsh Government DFES (department for education standards funding). The purpose for further education is split into two sections:
Underpin Social Justice
• Train for work
• Support industry
• Widening success
• Support for the economy
• Second chance
• Provides skills
• Financial
• Full filling potential
Support Economy
• Employer engagement
• Work based learning
• Apprenticeship
• Work force development
• Supporting growth of business
This leads to
• Teaching
• Learning
• Equal opportunities
• Meets local needs
• Welsh media
• Flexible
• Preparation for work and university
The Welsh Government want to improve higher and further education by:
• Merges
• Having an over view on governance and the board
• Looking at funding
• Maintain commitment
• Tuition fees remain unchanged
• Establishing strategic and funding body for higher education
• Opening a new ‘University Of The Valleys
• Provide skills
• Increase apprenticeship
• Introduce successor to the Skill Build Programma to provide routes to work for students
• Evaluate post 16 Basic Skills and define policy to influence future delivery ( altering this is vital as a large number don’t understand percentages, and are unsure about the best deals out there)
‘Performance will be our driver, with a continued focus on improving performance and quality across the board and at every level’ Leighton Andrews
Everything is under constant review but 2012 is the ‘big’ important year. Funding will be looked at along with qualifications and general structure.
Today I have learnt a lot about what goes on and what the future holds for further education. He spoke about supplying courses that are described as being ‘not very useful’ and they will lead people know where. When the question was asked why they are doing this he said that if you have a large range of courses you are more likely to have higher success rate leading to more funding. Also by creating equivalent courses such A-levels being made into National Diplomas will attract those who feel that they do not have the abilities. Nick showed us figures about how many learners are in further education in Swansea, it stands at roughly 14,000 (20% fulltime, 80%parttime). I remember when I started college we were asked to do a quick spelling test to check our abilities but it was not enough to find out who needs extra support. Now it is compulsory to do tests as a massive 30% struggle with their reading and writing, and 50% are under average with numeracy skills. This really shocked me and immediate actions have to be taken to improve this. To end on a positive note he did say that from 2000/01-2009/10 the success rate has risen.
• Who runs Further Education
• Purpose
• Welsh Government plans
• Funding
• Priorities
• Views and reports
• How the sector has altered
• What challenges they face
The first main point he went onto mention was that Kenneth Baker has made a massive impact on education as he introduced the National Curriculum. Further education is run by the coordination boards and governance is how a university is run. Their funding comes directly from the Welsh Government DFES (department for education standards funding). The purpose for further education is split into two sections:
Underpin Social Justice
• Train for work
• Support industry
• Widening success
• Support for the economy
• Second chance
• Provides skills
• Financial
• Full filling potential
Support Economy
• Employer engagement
• Work based learning
• Apprenticeship
• Work force development
• Supporting growth of business
This leads to
• Teaching
• Learning
• Equal opportunities
• Meets local needs
• Welsh media
• Flexible
• Preparation for work and university
The Welsh Government want to improve higher and further education by:
• Merges
• Having an over view on governance and the board
• Looking at funding
• Maintain commitment
• Tuition fees remain unchanged
• Establishing strategic and funding body for higher education
• Opening a new ‘University Of The Valleys
• Provide skills
• Increase apprenticeship
• Introduce successor to the Skill Build Programma to provide routes to work for students
• Evaluate post 16 Basic Skills and define policy to influence future delivery ( altering this is vital as a large number don’t understand percentages, and are unsure about the best deals out there)
‘Performance will be our driver, with a continued focus on improving performance and quality across the board and at every level’ Leighton Andrews
Everything is under constant review but 2012 is the ‘big’ important year. Funding will be looked at along with qualifications and general structure.
Today I have learnt a lot about what goes on and what the future holds for further education. He spoke about supplying courses that are described as being ‘not very useful’ and they will lead people know where. When the question was asked why they are doing this he said that if you have a large range of courses you are more likely to have higher success rate leading to more funding. Also by creating equivalent courses such A-levels being made into National Diplomas will attract those who feel that they do not have the abilities. Nick showed us figures about how many learners are in further education in Swansea, it stands at roughly 14,000 (20% fulltime, 80%parttime). I remember when I started college we were asked to do a quick spelling test to check our abilities but it was not enough to find out who needs extra support. Now it is compulsory to do tests as a massive 30% struggle with their reading and writing, and 50% are under average with numeracy skills. This really shocked me and immediate actions have to be taken to improve this. To end on a positive note he did say that from 2000/01-2009/10 the success rate has risen.
What is education? Guest speaker 6
The Cabinet Member of Education Mike Day gave us an overview on what education policy is, why it is needed, and who, where and how it is developed. Education policy is made up of laws and rules that govern the operation of education system. Its aim is to raise standards of achievement, attainment and to improve the quality of the learning environment. The education policy reflects on the following points:
• Political options
• Tradition and values
• Socio-economic objectives
• Over a long timescale
• Fundamental choices
Why is it needed?
Its role is to achieve the purpose of education and to then guide decisions and actions. What is taught in the classroom depends on the guidelines that are set, but this can cause problems as the policy can strap you down because you don’t have the opportunity to achieve what you want to do.
Who, where and how is it developed?
It is developed through 4 levels
• UK level
• Welsh government
• Local authority
• School and governing body
Key principles have to be taken into account:
• Stakeholder engagement
• Coherence
• Flexibility
• Objectivity
• Cost effectiveness
• Resourced
• Political options
• Tradition and values
• Socio-economic objectives
• Over a long timescale
• Fundamental choices
Why is it needed?
Its role is to achieve the purpose of education and to then guide decisions and actions. What is taught in the classroom depends on the guidelines that are set, but this can cause problems as the policy can strap you down because you don’t have the opportunity to achieve what you want to do.
Who, where and how is it developed?
It is developed through 4 levels
• UK level
• Welsh government
• Local authority
• School and governing body
Key principles have to be taken into account:
• Stakeholder engagement
• Coherence
• Flexibility
• Objectivity
• Cost effectiveness
• Resourced
Tuesday, 28 February 2012
An emotion
In Suzie’s lesson we had to choose an emotion and go around uni capturing images to best describe it, also thinking about objects and colours. I chose to use 'happiness' as my emotion but found it a little hard at times to capture that as the day was very dark and dreary outside, and the uni corridors are very bare with plain white tones. I found that i was drawn to images and posters around the uni also using little objects and my friends.
Friday, 24 February 2012
What is education? Guest speaker 5
Mondays lecture was taken by Graham Allen who is the environmental manager of Swansea University. He spoke about 'education for sustainable development‘. Its role is to give a better quality of life and to meet the needs of today and for those to come. Environments, society and economy make up the three components of sustainable development as the end product shows the successful result.
The aims are as follows:
• To promote the students to think for themselves.
• Support the students when reflecting on issues so they create their own opinions.
• Encourage discovery that is relevant to life’s experiences.
A freedom of choice and the thought of the ‘correct actions’ are promoted, but it is the environment’s to teach and stimulate this that is relevant, and it lies in the social responsibility of schools and further education. In this environment delivering of objectives, decision making, sharing knowledge/learning, clear understanding of responsibilities and commitment has to be in place. From this there will be a lot of growth that will create employment, higher incomes, less poverty and improves the standard of living. Education is needed for prosperity as it enables you to get a good job which will lead you to a better life. The key point here is that education needs to change to include social, economic, cultural and environmental problems that everyone is going to face in the future. The children are the future and many problems will rise and solutions will have to be created. There is a lot to learn about the world and if you want to see a change make that change by becoming it.
The aims are as follows:
• To promote the students to think for themselves.
• Support the students when reflecting on issues so they create their own opinions.
• Encourage discovery that is relevant to life’s experiences.
A freedom of choice and the thought of the ‘correct actions’ are promoted, but it is the environment’s to teach and stimulate this that is relevant, and it lies in the social responsibility of schools and further education. In this environment delivering of objectives, decision making, sharing knowledge/learning, clear understanding of responsibilities and commitment has to be in place. From this there will be a lot of growth that will create employment, higher incomes, less poverty and improves the standard of living. Education is needed for prosperity as it enables you to get a good job which will lead you to a better life. The key point here is that education needs to change to include social, economic, cultural and environmental problems that everyone is going to face in the future. The children are the future and many problems will rise and solutions will have to be created. There is a lot to learn about the world and if you want to see a change make that change by becoming it.
Metaphors
On monday we continued with our photo montages and then presented it to the rest of the class, explaining the meanings behind the images. suzie then asked us what a metaphor is and to think of song titles. A few examples of what my group came up with is, 'baby your a fire work', 'heart skips a beat'etc. In our groups we then got given a variety of images that had meaning behind them and we had to sort them into groups. To finish the session we got shown the famous martin luther king speech 'i have a dream' our task was to take notes on the metaphors he used.
Thursday, 16 February 2012
What is education? Guest speaker 4
For this week’s lecture we had Olive Hopker, head of planning and development talk to us about how the Welsh Government is promoting collaboration.
The sections she spoke about were the following:
• Ministerial statements
• Employment and governance and structure in wales
• Collaboration and competition issues
• Regional planning and role of HEFCW
Olive Hopker went through current collaboration such as, library access, ICT etc and then explained about competition for example, student recruitment, league tables, reputation etc. The next part was about the benefits of collaboration and competition which are:
• Shared knowledge
• Greater efficiency
• Cost saving
• Additional services (library)
• Reputation enhanced
• Value of external eye
• Collaboration groupings flexible
Competition
• Promotes efforts
• Provides choice of alternative services
Benefits of small and large higher educational institutes were explained to us along with limitations. The second section was about ‘regional dimension to the planning and delivering of higher education’ and the three regions (centres for teaching) were talked about. Olive explained that HEFCW asked for details of course rationalisation and that they ‘bid for reward funding’. They are given a certain amount of time to improve but in that time money is taken from them, but then rewarded back to them if they reach their targets and get high enough marks. From this lecture I learnt more about benefits for small higher educational institutes and about the three regions where the centres for teaching are.
The sections she spoke about were the following:
• Ministerial statements
• Employment and governance and structure in wales
• Collaboration and competition issues
• Regional planning and role of HEFCW
Olive Hopker went through current collaboration such as, library access, ICT etc and then explained about competition for example, student recruitment, league tables, reputation etc. The next part was about the benefits of collaboration and competition which are:
• Shared knowledge
• Greater efficiency
• Cost saving
• Additional services (library)
• Reputation enhanced
• Value of external eye
• Collaboration groupings flexible
Competition
• Promotes efforts
• Provides choice of alternative services
Benefits of small and large higher educational institutes were explained to us along with limitations. The second section was about ‘regional dimension to the planning and delivering of higher education’ and the three regions (centres for teaching) were talked about. Olive explained that HEFCW asked for details of course rationalisation and that they ‘bid for reward funding’. They are given a certain amount of time to improve but in that time money is taken from them, but then rewarded back to them if they reach their targets and get high enough marks. From this lecture I learnt more about benefits for small higher educational institutes and about the three regions where the centres for teaching are.
Tuesday, 14 February 2012
What is education? Guest speaker 3
This lecture was taken by Steve Gullick, director for all of wales centres for training and research. The main point he started with was ‘should governors be experts, or parents and people who live near and care for the school?’ He then went onto explain the roles of the governors which are:
• To take responsibility of the school (how it should be run).
• Setting appropriate targets for key stage 2, 3 and 4.
• Managing the schools budget.
• Checking that the school’s curriculum is balanced, also including that religion is taught.
• Staff ratio and pay policy.
• Being present in the appointment of the head teacher, deputy and other members of staff, regulating conduct and discipline.
• Drawing up an action plan after an inspection.
We were also given information about who they are, how they get elected and what the meetings in tale. The next lecture we had with Steve was to hear about ‘comparison’ to other schools and how governors would have to alter and change things. For an example he said that girls always outperform boys but the question the school would have to ask is, by how much? He then asked us ‘should training be compulsory or should the governors be experts? There was a hand out given to us showing the contact between governors and teaching staff, these are:
• Job interviews
• Informal visits to schools
• Celebrations
• Presentations at governing body meetings
• Link governors and their visits
• Staff discipline committee meetings
Overall the governing body has a lot of responsibilities and it is their job to ensure that the school reaches its highest standards. Previously I had basic knowledge on governors so I have learnt a lot from Steve Gullick.
• To take responsibility of the school (how it should be run).
• Setting appropriate targets for key stage 2, 3 and 4.
• Managing the schools budget.
• Checking that the school’s curriculum is balanced, also including that religion is taught.
• Staff ratio and pay policy.
• Being present in the appointment of the head teacher, deputy and other members of staff, regulating conduct and discipline.
• Drawing up an action plan after an inspection.
We were also given information about who they are, how they get elected and what the meetings in tale. The next lecture we had with Steve was to hear about ‘comparison’ to other schools and how governors would have to alter and change things. For an example he said that girls always outperform boys but the question the school would have to ask is, by how much? He then asked us ‘should training be compulsory or should the governors be experts? There was a hand out given to us showing the contact between governors and teaching staff, these are:
• Job interviews
• Informal visits to schools
• Celebrations
• Presentations at governing body meetings
• Link governors and their visits
• Staff discipline committee meetings
Overall the governing body has a lot of responsibilities and it is their job to ensure that the school reaches its highest standards. Previously I had basic knowledge on governors so I have learnt a lot from Steve Gullick.
What is education? Guest speaker 2
The lecture was taken by Dr Russell Grigg and he spoke to us about ESTYN. He explained the main aspects and what it provides. Its job is to inspect the quality and standards in education. The sort of places it deals with is Nurseries, primary, secondary, independent, special schools and pupil referral units. It also covers further education, adult community learning and local authority education for children and young people. It has to inspect and monitor the teaching of education and the development of the training aspect. In the wider scope it covers work based learning, careers companies and offender learning. The lecturer then went onto explain that ESTYN offers advice to the Welsh Government on quality, standards and promotes the spread of good practice in education and training in wales.
Its three aims is the accountability for users and others through doing reports, improvements in education and training, and informing the development of national policy by the welsh government. There are three main questions that are asked:
• The level of standards
• Management and leadership
• Teaching and provision
They then judge on achievement and attainment by placing the setting in categories falling under the following:
• Excellent
• Good
• Adequate
• Unsatisfactory
Its three aims is the accountability for users and others through doing reports, improvements in education and training, and informing the development of national policy by the welsh government. There are three main questions that are asked:
• The level of standards
• Management and leadership
• Teaching and provision
They then judge on achievement and attainment by placing the setting in categories falling under the following:
• Excellent
• Good
• Adequate
• Unsatisfactory
What is Education? Guest speaker 1
The first guest speaker was Ken Jones and he spoke about the role of the authorities in education and the main effected issues. It started off by him asking if we knew who the current Minister for Education in Wales is, and that is Leighton Andrews and the Predecessor is Jane Davidson. Ken explained about the changes that have happened over time and from the reorganisation in 1999 there are now 22 unitary authorities when there used to be only 8, and from this change problems have occurred and schools have closed due to the number of LA’s.
He also spoke about the programme for international student’s assessment PISA. This is used to test students in English, Maths and Science. In 2006 70 countries were tested by OECD (Organisation for Economic Co-operation and Development) and I was very shocked to learn how low wales are in the ranking. The response to this was to set up the School Effective Framework, which is ‘Key Policy for Education Reform’ and this would aim to improve learning and wellbeing for children,
He also spoke about the programme for international student’s assessment PISA. This is used to test students in English, Maths and Science. In 2006 70 countries were tested by OECD (Organisation for Economic Co-operation and Development) and I was very shocked to learn how low wales are in the ranking. The response to this was to set up the School Effective Framework, which is ‘Key Policy for Education Reform’ and this would aim to improve learning and wellbeing for children,
Sunday, 12 February 2012
Personal objects
Last session we had to bring in 5 objects that mean something to us. In groups we spread ourselves out into the hallway and used tape to create a box each so that we could spread out our objects for everyone to see. In our groups we explained each object that we had and the meaning behind it. I really enjoyed this session because it was different and interesting. It was lovely to see what everyone else had brought in and to learn about the meanings behind them.
Sunday, 29 January 2012
the start of visual communication with suzie
I enjoyed the first session with Suzie. She started off by introducing herself and asked us to gather in a circle so that we could each explain our view on art and how far we have gone with it. We then worked in groups to discuss what image we see at the beginning of the day. Suzie showed us a triangle to break up the meaning of the images we see. The image you’re thinking of is placed at the top of the triangle, the right corner of the triangle is who the image is targeting/audience and the left corner is how it is presented to us, such as a logo. We then were shown different images and had to discuss and come up with a conclusion to what the image was portraying and the meaning behind it. To end the session we were shown a short film called 'The big shave'. At first everyone thought it was odd and a bit disturbing but I can see how it linked into the session when we were given the meaning behind it, and I thought it was cleverly done.
Wednesday, 18 January 2012
creative writting
Today we were shown different sites where we could create images using words and different types of creative writting. We used Graffiti creator, text-image, wordle and Tagxedo. I found that the sites were easy to use and had a variety of colours, shapes etc. The image i created on text-image was my favourite. I used an image of a treble clef in a heart and created it using the word piano.
Monday, 16 January 2012
movie: chase through uni
In my last lecture we got given the challenge of creating a movie using one of the options from the class list. We chose 'place' and so we took a walk around the university showing our daily journey/routes while recording. After downloading it we speaded it up by X3 and added the song 'chase' to the back ground. We chose not to include ourselves in the movie to keep it nice and simple.
Tuesday, 10 January 2012
placement week
For my placement i went to the autistic unit in Dylan Thomas Community School. I thoroughly enjoyed my time there and gained more knowledge on autism. Throughout the week i took note on what technology was being used and how much resources they had access to. The unit has its own computer area with four computers and they are mainly used when the children do online tests as part of their reading tasks. They also have an interactive board that they use to play games and to watch videos.
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